Curriculum Mapping Template: Critical and Creative Thinking – Foundation to 2

Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table.
For detailed notes regarding the purpose of this template and further instructions for completion, refer here

Strand / Questions and Possibilities / Reasoning / Meta-Cognition
Content Description / Identify, describe and use different kinds of question stems to gather information and ideas
(VCCCTQ001) / Consider personal reactions to situations or problems and how these reactions may influence thinking
(VCCCTQ002) / Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities
(VCCCTQ003) / Examine words that show reasons and words that show conclusions
(VCCCTR004) / Compare and contrast information and ideas in own and others reasoning
(VCCCTR005) / Consider how reasons and examples are used to support a point of view and illustrate meaning
(VCCCTR006) / Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self
(VCCCTM007) / Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics
(VCCCTM008) / Investigate ways to problem-solve, using egocentric and experiential language
(VCCCTM009)
Unit / Learning Area/s / Semester/Year / CD / Achievement
standard # / CD / Achievement standard # / CD / Achievement standard # / CD / Achievement standard # / CD / Achievement
standard # / CD / Achievement
standard # / CD / Achievement standard # / CD / Achievement
standard # / CD / Achievement standard #
Foundation - Level 2 Achievement Standard- Separated by line. Number in brackets, e.g. (3), can be used as an identifier in various parts of the template. / Levels 3 and 4 Achievement Standard
By the end of Level 2
  • Students use and give examples of different kinds of questions. (1)
  • Students generate ideas that are new to them and make choices after considering personal preferences. (2)
  • Students identify words that indicate components of a point of view. (3)
  • They use reasons and examples for different purposes. (4)
  • Students express and describe thinking activity. (5)
  • They practice some learning strategies. (6)
  • Students demonstrate and articulate some problem-solving approaches. (7)
/ By the end of Level 4
  • Students explain how to construct open and closed questions and use them for different purposes.
  • Students select and apply techniques to generate a range of ideas that extend how problems are solved.
  • Students describe and structure arguments with clearly identified aims, premises and conclusions.
  • They use and explain a range of strategies to develop their arguments.
  • They identify the need to make distinctions and apply strategies to make these.
  • Students use concrete and pictorial models to facilitate thinking, including a range of visualisation strategies.
  • They practice and apply an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation.
  • Students select and apply a range of problem-solving strategies.

Assessments
Unit (Title) / Assessment / Achievement Standard/s / Unit (Title) / Assessment / Achievement Standard/s
© VCAA / Page 1